Language: English

Language: English

ISSN: 1071-6246

Language: English

ISSN: 0519-0959

Abstract/Notes: Montessori is one of the most fascinating and controversial pedagogues of all time. On the one hand, the naturalists reproached her for the rigidity and artificiality of her method, as well as her rejection of productive imagination and fantasy. On the other hand, progressive educators reproached the individualist and prescriptive character of her method. The modernists reproached her for her religiosity. Some criticized her for accelerating learning or for not respecting the freedom of the child, others for the contrary. Christians branded her a secularist, positivist, naturalist, and theosophist, while theosophists defined her as Catholic. These paradoxical criticisms are due, among other reasons, to the context of the antimodernist frenzy in which she developed her method, to her network of friends in Freemason circles, to the numerous nuances of her method, to her resistance to fitting in with existing educational currents, to the instrumentalization of her method by third party interests, to her sometimes entangled and not very clear language and to the lack of knowledge of her method in action. / Montessori es una de las pedagogas más fascinantes y controvertidas de la historia. Resulta curioso que todos le reprochasen tantos aspectos tan contradictorios. Los naturalistas, la rigidez y la artificialidad de su método, así como su rechazo a la imaginación productiva y a la fantasía; los progresistas, la individualidad y el carácter coercitivo del método; los modernistas, su religiosidad; algunos la criticaban por adelantar los aprendizajes o por no respetar la libertad del alumno, otros, por lo contrario; los cristianos la tildaron de laicista, naturalista, positivista y teósofa, mientras que los teósofos la definieron como católica. Esas críticas tan paradójicas se deben, entre otras razones, al contexto de persecución antimodernista en el que desarrolló su método, a su red de amistades en los ambientes masones, a los numerosos matices de su método, a su resistencia a encajar en las corrientes educativas existentes, a la instrumentalización de su método por intereses ajenos, a su lenguaje a veces enredado y poco divulgativo y al desconocimiento de su método en acción.

Language: English, Spanish

DOI: 10.22550/REP81-2-2023-01

ISSN: 0034-9461, 2174-0909

Abstract/Notes: There have been quite a lot of concerns and arguments over the appropriateness of CCE for developing countries where the social and cultural values, educational traditions, and available resources are so different from the West. Most of the educationists argue for the teacher centred formalistic approach which is believed to be more suitable for contexts where resources are sufficient and teacher professional capability is very high. Issues related to CCE in developing countries have been the focus of discussion from 1980s and particularly the 1990s. The major intention of the present study to explore the major criticisms related to child centered education. Eleven serious criticisms: danger of centeredness; absenting knowledge; learner centeredness: scientifically validated?; freedom versus discipline; practicality of learner centered teaching; individual and society; the absence of authentic social relationships; teacher's roles; natural Sequence of development; the powerless female teacher and child; and the free and individual child: an illusionary and decontextualized construct have been discussed in the present article.

Language: English

DOI: 10.34293/education.v8i1.1253

ISSN: 2582-1334

Abstract/Notes: Letter to the Editor.

Language: English

ISSN: 0040-7887

Language: English

ISSN: 0749-565X

Language: English

ISSN: 1054-0040

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections